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Strategies and interlanguage pragmatics: Explicit and comprehensive

100%
Sykes J. M., Cohen A. D.
Studies in Second Language Learning and Teaching
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2018
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vol. 8
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issue 2
381-402
EN
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
2
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Impoliteness in interlanguage requests of EFL learners in Poland

88%
Szczepaniak-Kozak A.
Linguistica Copernicana
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2016
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issue 13
319-334
EN
This study intends to expand the range of studies on the acquisition of pragmatic competence in English as a foreign language, with special attention paid to impoliteness. It examines the development of one component of learner interlanguage pragmatics, i.e., requests, and looks for acquisitional patterns in modifying their impositive force in advanced Polish learners of English. A sample of linguistic written data was collected in a longitudinal study by means of a discourse completion task (DCT). The author seeks evidence of impoliteness by examining alerters, external moves, internal mitigation, together with strategies for expressing the directness of requests. On this basis, conclusions about noticeable impoliteness in the interlanguage pragmatic competence of the participants are drawn.
3
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Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning

88%
Bachelor J. W.
e-mentor
|
2022
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vol. 94
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issue 2
19-27
EN
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
4
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Comparing Instrument-induced Effects in EFL Requests: Task-based Approach versus Discourse Completion Task

75%
Floeck I., Pfingsthorn J.
Anglica Wratislaviensia
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2016
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issue 54
51-63
EN
In Interlanguage Pragmatics (ILP) research, the Discourse Completion Task (DCT) is the main source of insight into speakers’ productions of pragmatic phenomena. Its omnipresence as a means of data collection can be explained by the need of comparability of data sets and (sociolinguistic) variable control. However, some studies suggest a discrepancy between surface realisations observed in naturally occurring data and experimental data like DCTs (cf. e.g. Beebe and Cummings 1996; Golato 2003).Unfortunately, the results of these studies are inconclusive and do not offer any information about quantitative differences in realisation patterns and about the impact of different methodological approaches on interlanguage data. It is therefore the aim of the present study to compare the influence of two methods of data collection, DCTs and task-based elicited conversations, on the realisation of the head act strategies in requests produced by advanced learners of English. Overall, our results show a significant difference in the distributions of request head act strategies across the two methodological conditions. The conversational head acts are substantially more direct than the requests elicited by DCTs. The patterns observed in learner data strongly resemble the ones found in native speaker requests in the same methodological scenarios. This implies that despite earlier claims, advanced learners can display target-like language use. The resemblances furthermore indicate that semi-naturalistic methods of data collection are a more valid means to obtain learner data that is representative of naturally occurring conversations.
5
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The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English

75%
Krulatz A., Dixon T.
Studies in Second Language Learning and Teaching
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2020
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vol. 10
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issue 4
751-777
EN
The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online open discourse completion task and analyzed using the coding categories based on Beebe, Takahashi, and Uliss-Welts (1990), and Salazar Campillo, Safont-Jordà, and Codina Espurz (2009). The data were analyzed to compare the average frequencies of refusal strategies used by the two groups, and the types of direct, indirect, and adjunct strategies that they employed. Independent samples t-tests revealed significant differences in the use of direct and indirect strategies with small effect sizes. The differences in the use of adjunct strategies were not statistically significant, and the effect sizes were negligible. Descriptive statistics of the differences in the types of direct, indirect, and adjunct strategies also revealed interesting patterns. The findings suggest that multilinguals’ pragmatic performance is a complex phenomenon that cannot be explained by the differences in cultural and pragmatic norms of their first language alone.
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